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STUDY ON GEOGRAPHY STUDENTS' INTERNET USE

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 ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION,
Volume IV, Number 1, February 2015

pp. 45-61

STUDY ON GEOGRAPHY STUDENTS’ INTERNET USE

MARIA ELIZA DULAMĂ

Babeş-Bolyai University, Faculty of Psychology and Sciences of Education, Cluj-Napoca, Romania,
e-mail: dulama@upcmail.ro

IOANA MAGDAŞ
Babeş-Bolyai University, Faculty of Psychology and Sciences of Education, Cluj-Napoca, Romania,
e-mail: magdas_ioana@yahoo.com

GABRIELA OSACI-COSTACHE
University of Bucharest, Faculty of Geography, Bucharest, Romania, e-mail:gabrielaosaci68@yahoo.com

(Received: February 2015; in revised form: February 2015)

ABSTRACT
In this study we analyze the behavior of a sample of 30 third-year students of
various majors of the Faculty of Geography, “Babeş-Bolyai” University of Cluj-
Napoca, Romania, regarding the Internet use. We applied a questionnaire
containing 15 items related to: Internet activities performed; length of time
students spend on the Internet; devices used to access the Internet; types of
materials that students downloaded, read, viewed, forwarded or posted on the
Internet; types of applications used. Taking into account the time students spent
daily on the Internet and correlated with other responses we concluded that their
concerns were closely related to the Internet, whether it was about communication,
career, or personal life.

Keywords: Facebook, social networks, website, e-learning, on-line

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INTRODUCTION

Currently Geography benefits by the development of the Web 2.0

“phenomenon”, which is bi-directional, allowing users both viewing sites’
content and interaction (Goodchild, 2007; Giannola, 2013). Some Geography
students said that they usually spend 4-5 hours daily on the internet. They are
active on Facebook social network where there can be visible some materials
posted or forwarded by them, their topics of interest (personal or
professional), thematic debates that involve the values they promote.
Locally, we found that some students and teachers, along with
members of NGOs (Non Governmental Organizations) and other citizens of
Cluj-Napoca expressed their views and have mobilized themselves through
the social networks to manifest against Roșia Montană gold exploitation:
“Viral on Facebook is a poster calling for a Roșia Montană rally and march
on Sunday, September 8, 2013, starting at 17.00, in Union Square in Cluj-
Napoca” (http://www.napocanews.ro/2013/09/nou-miting-duminica-pentru-
rosia-montana-la-cluj-napoca.html). Similar protests were held against the
exploitation of shale gas by fracking in Romania
(http://www.ziare.com/clujnapoca/articole/protest+impotriva+exploatarii+g
azelor+de+sist), managing to temporarily block these exploitations, as well.
Facebook social network had a decisive role in mobilizing citizens of Cluj-
Napoca city, including students at marches and peaceful demonstrations in
markets, before the presidential elections in November 2014
(http://adevarul.ro/news/eveniment/mii-romani-ies-strada-semn-
solidaritate-diaspora-indemna-oamenii-iasa-vot-
1_5465f6fe0d133766a8db8cd1/index.html). “The second round of
presidential elections is the first election in Romania in which a social
network was recognized as having major impact on a local political event”
(http://economie.hotnews.ro/stiri-media_publicitate-18598966-analiza-
hotnews-cum-functionat-partidul-facebook-ziua-victoriei-lui-iohannis.htm).
After this event the social network Facebook was named “Facebook Party”
in Romania (Ibidem).

In the context of Web 2.0, each student “can gain access to

information by vocation, needs, pace and learning style etc.” (Osaci-
Costache et al., 2014, p. 219). Accessing information in online informal
activities provides learning opportunities for students of which they are
unaware (De Pietro et al., 2013, p. 115). “The wide dissemination and the
easy way in which the maps with mistakes can be obtained from the virtual
environment makes it potentially dangerous” (Osaci-Costache, 2012, p.
126; Osaci-Costache et al., 2014, p. 219). Since some information that
circulate in the online environment are incorrect, it is necessary to train the
students, under teacher guidance, as “reflective students” (Cinque, 2013),
through a formal student-centered education, in which the students and
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their formative needs are in the center of the learning process (De Pietro et al.,
2013, p. 128). Beyond informing students, the teacher’s role is to form them,
having also the duty to verify the information and do what the Internet does
not: to teach students how to “search, filter, select, accept or refuse such
information” found on the Internet (Eco, 2007). E-learning 2.0 thus leads to
the fusion between formal and informal (De Pietro et al., 2013, p. 128).
Recognizing the impact that generally the Internet and particularly
the Facebook network have, in promoting ideas and mobilizing large masses
of people, we asked ourselves: How could we exploit the information and
communication virtual environments in higher education to increase the
effectiveness of learning, training and developing specific skills of
Geography and of Geography teacher? In this context, the objective of this
exploratory research is to know and analyze student behavior on using the
Internet in formal and informal activities. The results of this research will be
useful to us in rethinking learning activities at the university level.

METHOD

a. Participants. This research aimed to analyze the behavior of a sample of

30 third-year students from various majors (Geography, Geography of
Tourism, Hydrology, Meteorology, and Cartography) from the Faculty of
Geography, “Babeş-Bolyai” University of Cluj-Napoca, Romania, in the
academic year of 2014-2015. The sample size does not correspond to the
total population of students who have completed courses and seminars of
Didactics of Geography and Computer Assisted Instruction in the psycho-
pedagogical module to become teachers of Geography. The different levels
of knowledge and skills of the variable subject influenced the quantitative
results of the research. Being a limited study for one college and for a
limited sample size, these may influence data generalization.
b. Data collection. For data collection, we applied a questionnaire made on
Google Forms from Google Drive. The questionnaire was sent by e-mail to
45 students undergoing Psycho-Pedagogical Module out of whom 30
students have voluntarily responded. The questionnaire was anonymous, so
we could not correlate the answers with the students’ names. The
questionnaire contains 15 items. First question (see Figure 1) asked to
score between 1 and 5 points for each statement in a list according to the
level that activity represented from the total of their activities on the
Internet (1 – I have no such activities, 2- I have few such activities, 3 – I
have an average amount of such activities, 4 – I have many such activities,
5 – I have very many such activities). Twelve items (see figures 2 to12)
had multiple-choice answers that allowed for more choices from a list. On
two items, students were asked to write the pages with geographical

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content they appreciated and followed on Facebook and existing groups on

Facebook that aim Geography and in which they were enrolled.

RESULTS AND DISCUSSION

First question has been asked in order to identify the categories of activities
in which students engaged on the Internet and to determine the quantity of
activities in each category. Next, we analyzed and interpreted these
activities, represented in Figure 1. We could see that over 75% of students
used the Internet much or very much for
information/documentation/viewing/games for personal purposes (hobbies,
sports, etc.) while 10% of them used the Internet little or not at all. We
note that all students use the Internet for
information/documentation/viewing/games for professional/learning
purposes activities. Thus 83% of the students use the Internet much and
very much and only 17% use it at an average level.

Fig. 1. Internet activities performed by students

It shows that only 3% of students use much the Internet to popularize

their professional work and interests, while 43% of them use it much and at an
average level. The fact that 54% of students use the Internet little or not at all
for this purpose can be explained by the fact they do not perform paid work
and do not consider their professional activities necessary to be promoted on
the Internet. Unfortunately, students are less involved in scientific research,
they rarely participate in symposia, such as Geography Youth Symposium
(http://egeacluj.blogspot.ro/2012/05/cum-fost-la-simpozionul-tinerilor.html)
(First Edition: 19 – 20 of May 2012; second edition: 17 - 18 of May 2013 in
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Cluj-Napoca) organized by the EGEA Cluj-Napoca (European Geography

Association). From this perspective, even if students have other professional
interests (e.g. performing teaching practice, Geography field trips), they do not
promote them in the virtual environment.
It is remarkable that 97% of the surveyed students use the Internet
above average for communication for personal purposes, perhaps because
of the high costs of using other communication channels (mail, phone). We
appreciate the all the surveyed students used the Internet very much and
much to communicate with peers and teachers for professional purposes,
showing a fast readjustment to new technologies. Even students attending
full time courses use these channels to receive information from teachers
and peers about exams and tasks. They perform many tasks electronically
and send them to teachers via e-mail. In the case of Psycho-Pedagogical
Module, students were encouraged to ask questions via email.
Geography students are little (17% of them) or not at all (17% of them)
concerned with searching new professional contacts by using the Internet. Only
20% of surveyed students use much or very much the Internet for this purpose,
and 47% of them use it at an average level. These values can be explained by
the fact that students are part of a larger learning community that provides the
information necessary to develop professionally.
The fact that 53% of students use little or not at all the Internet for
searching a job shows that they have financial sources for their education, while
47% of them use it for this purpose. A less interest was shown by 80% of
students for the Internet activities that generate income. However, 40% of
students use the Internet for activities that generate income, and a large
number of students (60%) use the Internet for activities other than those
mentioned, but we do not have information about the nature of these activities.
Mobile devices (smartphone, pads, etc.) facilitate the access to online
data at all time if there is Internet connection (Osaci-Costache et al., 2014,
p. 218), promoting learning: “m-learning is the point at which mobile
computing and e-learning intersect to produce an anytime, anywhere
learning experience” (Harris, 2001 apud Cinque, 2013, p. 40). For this
reason, we were interested in finding out how students use devices to
access the Internet. In Figure 2, we see a very large share of using mobile
phones and laptops to access the Internet. This preference is explained by
the fact that these devices satisfy the request about price, size,
performance and applications available (what you can do with them). A less
use of computers located in college, tablets and personal computers for this
purpose can be explained by size, price or access. These results also
indicate that many students use multiple devices: 80% use both laptops
and mobile phones while 20% of them use three kinds of mobile devices
(laptop, tablet, mobile phone), and 16, 66% use both fixed and mobile
devices (personal computer, laptop, mobile phone).

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Fig. 2. Devices used by students to access the Internet

We were interested in the type of specialized materials students

download from the Internet. The downloading quantity of these materials
shows their preferences for certain sources. In Figure 3, we notice that
most students download geographical images, Geography documentaries,
Geography e-Books and PowerPoint Geography presentations. The fact that
Geography students prefer images and documentary films, against other
materials is completely understandable because Geography researches the
geographical space, and this can be studied as the “environment” of human
society or any other component, abiotic, biotic, anthropogenic, considered
subjectively as central “term” under investigation (Mac, 2000).
Much less students (37%) download Geography educational
softwares, Geography lesson projects, annual and unit plans for learning
Geography. Students showed a little interest for downloading scientific
articles and e-books for Geography Didactics. It is surprising that only 17%
of students download animations of Geography, perhaps because they are
less quantitative than other sources available on the Internet. Very few
students declared they use the Internet to download other materials related
to their specialization, but we do not know what kind of materials. Our
results indicate that students download several types of materials. Through
the applied questionnaire we did not investigate the sources from where
they downloaded materials.
We were also interested what Internet materials students watch for
documentation in their specialization. In Figure 4, it is shown that most of the
students watch geographic images (93%) and geographic documentaries
(87%). If in the case of images, the percentage of students that download
them is higher than of those who watch, while in the case of documentary
films, the situation is reversed. PowerPoint Geography presentations are
ranked on the third place, since 60% of students watch and download them.
Many Geography teachers in Romania upload presentations on the site
www.didactic.ro. From discussions with students we know they elaborate
various PowerPoint presentations as homework for different subjects and for
teaching practice lessons. On the last places are: TV shows with geographic

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content (33%), geographical animations (23%), TV news programs (17%).

The percentage of students who use the Internet for watching TV shows with
geographic content looks high, but it can be explained by the fact that many
students live in campus and do not have TV access. It would be interesting to
investigate which are the TV channels and news broadcasts preferred by
geography students. We are surprised again by the small percentage of
students who watch Geographical animations.

Fig. 3. Types of specialty materials students download from the Internet

Fig. 4. Types of specialty Internet materials watched by students

We were interested in what Internet materials students read. Figure 5

shows that 67% of students use the Internet to read Geography e-books,
an equal percentage with students who use the Internet to download such
books. We deduce they download materials in order to have them
permanently at disposal, and this is natural because they are easy to store

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and most often free of charge, while printed books are not free and more
difficult to store and move. A smaller number of students download (23%)
and read (37%) e-books of Geography Didactics. We note that very few free
books in Romanian language in this field are posted on the Internet, e.g.
Dulamă (2001), Mândruţ (2011, 2012), Catanǎ & Mândruţ (2012), Mândruţ,
Mândruţ & Boboc (2012), Tomescu (2003). We note the high percentage of
students (53%) who use the Internet to read Geography lessons projects,
which might be explained by the fact they have to develop projects to
support their teaching practice lessons. For students, the Internet has been
the most accessible source to find lessons projects, especially because there
are only few collections of printed lesson projects (Dulamă, 2007, 2010;
Dulamă & Mihalca eds., 2010).We are surprised by the high percentage of
students (37%) who use the Internet to read Geography annual and unit
learning planning. We explain this interest in that they seek information to
develop projects for teaching practice lessons. The fact that 53% of
students use the Internet to read lesson projects and only 37% to read
lesson plans it is explained by the fact that mentors have made available
their plans, so they do not need other resources. Students use the Internet
to read non-indexed scientific articles (30%) in a higher percentage than to
read scientific articles indexed in international databases (17%). There is no
certainty that they know the difference and we believe these differences
appeared because they responded randomly.

Fig. 5. Types of specialty Internet materials read by students

We were interested what materials created by students were related

to their specialization are posted on the Internet. In Figure 6 we can notice
that many of the surveyed students (77%) used the Internet to post
geographical images made by them. Surprisingly, 40% of students use the
Internet to post their texts with geographical content, especially since we
have no information about the content and quality of these texts, if the
texts were posted on social networks or on Geography content websites. We
also are surprised by the fact that 13% of students use the Internet to post
Geography PowerPoint presentations and 10% of them post Geography

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lesson projects/plans. Many Geography teachers in Romania post on the

website www.didactic.ro lesson projects, texts, plans, but we do not have
any information if students post such materials. About 13% of students say
they use the Internet to post other materials created by them which are
related to their specialization, but we do not know to which category these
materials belong. It is not surprising that students do not post scientific
articles, especially considering their poor interest in scientific research, as
evidenced above.

Fig. 6. Types of Internet posted materials created by students related to

their specialization

We were interested in what materials students forward on Internet.

Forwarded materials in electronic format are commonly used, especially on
social networks where procedures are easy to apply. In Figure 7 we see
that, most of the students (87%) use the Internet to forward geographical
images, but we expect all students to have done so. About 57% of students
forward Geography sites, 50% geographical documentaries, 43%
Geography pages, 30% Geography scientific articles and geographical
animations. We note that these categories are heavily promoted and
forwarded on social networks. Fewer materials forwarded by students are:
PowerPoint Geography presentations (17%), Geography lesson projects
(10%), Geography Didactics books (3%), Geography Didactics scientific
articles (0%). On Facebook social network we did not identify PowerPoint
presentations and lesson projects posted and forwarded. However,
Geography Didactics books (e.g. Dulamǎ, 2001) have been posted and
forwarded, but it seems the surveyed students do not have this information.
In 2015, we promoted a page of books and scientific articles on Facebook,
many of them with themes of Geography Didactics in Romanian and
English, but it seems that students, even if they did see them, they have
not yet studied and forwarded them.

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Fig. 7. Internet materials forwarded by students

We were interested in the communication ways used through the

Internet. From figure 8 we observe that all students use the social network
Facebook for communication on the Internet, while social network Twitter
and professional network LinkedIn are less used by students, not being
attractive for them. About 95% of students use e-mail for communication,
but we should expect to be used by all of them. We were not surprised by
the large share of the messenger communication (60%), but by the large
share of the communication through Skype (53%). The fact that many
students use the Internet for phone calls (50%) and the WhatsApp
application (47%) indicate that they seek cheap solutions for voice
communication and for this purpose they use current technologies. We also
notice the students’ lack of interest to communicate on forums (10%),
probably because they no longer fulfill their personal and professional
interests and that are not a very effective way to find the information you
need at a certain moment. From discussions with students, we found that
they communicate a lot through discussion groups, created by students
form each year of study. Each group has a student moderator who blocks
inappropriate posts and discussions.
Considering the fact the Internet promotes information in various
languages, we were interested in how much students benefit from them. In
Figure 9 it is noted that all students have sought Geography information in
Romanian, 87% in English and 20% in other languages. The large share of
students looking for information in English may have a couple of
explanations: students speak English, although is not compulsory because
they can use Google translate; more information is posted in English on the
Internet. The fact that 20% of students have looked for Geography
information in other languages does not mean they know those languages,
but they may have had other reasons. For example, we expect to find on the
Internet relevant geographical information about a country (text, charts, and
maps) in the official language of that country. Related to the previous

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question, we investigated whether students download information in other

languages than their native language. In Figure 9 it is noted that all students
have downloaded Geography information in Romanian from Internet. The
percentage of students who downloaded information in English declined from
87% to 77%, as compared to the percentage of those who sought
information in Romanian. Also, the percentage of those who downloaded
Geography information in other languages decreased from 20% to 13%.

Fig. 8. Students’ communication ways through the Internet

Fig. 9. Language of materials that students search and download

We also analyzed whether students seek information on the Internet

independently or by someone’s recommendation. In Figure 10 it is observed
that 93% of students search by themselves information they need for their
specialization. About 63% of students access pages recommended by others
(colleagues, friends, family, teachers) for documentation in their
specialization, while 33% access pages promoted by the media. We expect
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all students to search for information both from their own initiative and also
recommended by others, especially because much of such information is
promoted by “friends” on Facebook.

Fig. 10. Students’ ways of searching information on the Internet

We investigated the ways in which students are active on Internet. In

Figure 11 it is observed that all students have a Facebook account. Online
space promotes the slogan: “If you're not on Facebook, you do not exist”
(Bâtcă, 2011). What is surprising is that 23% of the students declared they
had a Facebook page. About 97% of the students have e-mail accounts and
all 97% said they use e-mail for communication. Four students (13%)
confirmed they have a Twitter account, but only one said that uses this
network for communication. Two students stated they have a LinkedIn
account, and they also said they use this network for communication. Only
one student said he has no personal blog or personal site.

Fig. 11. Ways in which students are active on the Internet

In case of the item in which they are asked to nominate the

Geography content pages they appreciate and watch on Facebook 27
students responded. Three students state they do not follow any pages, but

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we appreciate to be an implausible statement. The number of pages

watched and exemplified by students range from 1 to 21: 1 page – 6
students; 2 pages - 4 students; 3 pages - 5 students; 5 pages - 3 students;
6 pages - 1 student; 9 pages - 2 students; 10 pages – 1 student; 11 pages
- 1 student; 21 pages - 1 student. However, we believe these responses do
not really reflect the reality because students watch many more pages, but
it was difficult for them to label them in the questionnaire. One student said
“I do not know exactly what I appreciate on Facebook, but generally all that
there is about Geography, and especially, on Facebook, I like to read and if
I appreciate then I like it and further distribute it”. Another student does not
specify the pages names, but he mentions their categories: “Air shootings
of cities, geographical sites, monasteries, national parks and many other
geographical places”. The students mentioned the names of 42 different
pages, out of which 31 names are in English and 11 in Romanian. On the
other hand, 30 pages were followed by one student, 5 pages by 2 students,
2 pages by 3 students, 2 pages by 4 students (Tourist Guides,
Geomorphology Rules), 2 pages by 5 students (Geography Climatology,
Profu’ de geogra’ [The Geography teacher]), one page was tracked by 6
students (National Geographic). 27 students responded regarding public
groups on Facebook that target Geography and in which students enrolled.
Two students said that they are not enrolled in any groups and in any other
group that aimed Geography. In each group 5 students were enrolled, 5
students were enrolled in 2 groups, 9 students in 3 groups, 3 students in 4
groups, 2 students in 5 groups. Students were enrolled in various groups:
UBB Cluj-Napoca, Faculty of Geography (11 students), Geography
Pedagogical Module (9 students), Geographers and teachers (6 students),
EGEA Cluj-Napoca (3 students), GIS Romania (3 students). A number of 10
students were enrolled in discussion groups of specializations and years of
study created on yahoo.com, not on extant Facebook public groups.
Students mentioned the name of 6 groups in which only one of them was
enrolled. One student mentioned an extant page on Facebook, instead of
public groups. We were surprised that two students mentioned public
groups that have an English name.
We were interested in the length of time students spend daily on the
Internet. In Figure 12 we show that 34% of students spend 4-6 hours daily
on the Internet, 23% spend 2-4 hours, 17% spend 6-8 hours, 13% spend
1-2 hours, 3% spend more than 8 hours, while 10% chose the option “I
don’t know / No answer”. These results confirm the claim that students
spend 4-5 hours daily and even more on the Internet claim made by us at
the beginning of research. None of students declared that spend less than
an hour on the Internet.

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Fig. 12. The length of time students

spend on the Internet

CONCLUSIONS

The research aimed to analyze the behavior of a sample of 30 third-year

students from various majors (Geography, Geography of Tourism,
Hydrology, Meteorology, and Cartography) from the Faculty of Geography,
“Babeş-Bolyai” University of Cluj-Napoca, Romania, in the 2014-2015
academic year. We applied a questionnaire containing 15 items related to:
their Internet activities; the length of time students spent on Internet;
devices used to access the Internet; types of materials that students
downloaded, read, viewed, forwarded or posted on the Internet; types of
applications used.
Analyzing the participants’ responses we found the following:
- most of the activities performed by students on Internet were for
information/documentation/viewing/games for professional or for personal
purposes, and for communication;
- 97% of students downloaded from and 93% of them watched
geographical images on the Internet, these being the main types of
materials they were interest in. Other interest materials were: Geography
documentary films, books and PowerPoint presentations;
- regarding the types of Internet posted materials created by
students and related to their specialization, geographical images had the
first place with 77%, while geographical texts represented 40% of posts;
- geographical images had the top position in terms of materials
forwarded on the Internet;
- all students had a Facebook account and communicated using it,
and 97% of them also used e-mails for communication;

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- students searched for information both in Romanian and in English,

and 93% of them searched by themselves the Internet information they
needed for their specialization;
- over 50% of students spent daily at least 4 hours daily on the
Internet.
Taking into account the time students spent daily on the Internet and
correlated with other responses we concluded that their concerns were
closely related to the Internet, whether it was about communication, career,
or personal life.

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